Dissertations / Theses: 'Philosophical psychology'

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Broun, A. D. "Personal identity and normative philosophical psychology." Thesis, Lancaster University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.373806.

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Gray, Richard. "Synaesthesia : an essay in philosophical psychology." Thesis, University of Edinburgh, 2001. http://hdl.handle.net/1842/1723.

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We are sometimes led to a different picture of things when something unexpected occurs which needs explaining. The aim of this thesis is to examine a series of related issues in the philosophy of mind in the light of the unusual condition known to psychologists as ‘synaesthesia’. Although the emphasis will be on the philosophical issues a view of synaesthesia itself will also emerge. Synaesthesia is a distinct type of cross-modal association: stimulation of one sensory modality automatically triggers an additional phenomenal character of experience associated with a second sensory modality in the absence of any direct stimulation of the second modality. Chapter 1 introduces synaesthesia to a philosophical audience by outlining the early history of synaesthesia studies, by summarising contemporary research and by indicating areas of philosophical interest to be considered in the rest of the thesis. Chapter 2 uses synaesthesia to examine one important philosophical model of the mind, Fodor’s modularity hypothesis, and, in turn, investigates the nature of synaesthesia in the light of that model. Fodor claims that cognitive modules can be thought of as belonging to a psychological natural kind in virtue of their possession of most or all of nine specified properties. The most common form of synaesthesia possesses Fodor’s nine specified properties of modularity, and hence it should be understood in terms of an extra cognitive module, and thus as belonging to the abovementioned psychological natural kind. Many psychologists believe that synaesthesia involves a breakdown in modularity. A breakdown in modularity would also explain the apparent presence of the nine specified properties in synaesthesia. I discuss the two concepts of function which underlie the respective theories, defending the breakdown thesis, arguing, in any case, that properties deriving from evolutionary history should also be used to decide between the two theses and thus ultimately membership of a psychological natural kind such as Fodor suggests. The argument is then used to respond to two challenges to the notion of a psychological natural kind. Chapter 3 focuses on the phenomenal character of synaesthetic experience. Externalists about the phenomenal character of experience tend to argue that the character of perceptual experience is to be explained either by the properties objects present to percipients, or by the properties objects are represented by percipients as having. Some internalists argue that there is a need to postulate hrther properties of the individual - in other words, qualia - to account for the individuation of the character of perceptual experience. The existence of additional phenomenal characters of experience in synaesthesia, which cannot directly be explained by reference to features of objects, suggests the existence of extra qualia and thus the presence of qualia in normal perception. The aim of this chapter is to meet the challenge presented by synaesthesia and the extra quaZia argument, and contrariwise, use synaesthesia as a way of fbrther clarifjmg the merits of the respective externalist positions. In the previous chapters the locution of ‘coloured hearing’ will have been adopted. Occasionally the process underlying synaesthesia is described as one of ‘hearing colours’. Chapter 4 rejects the latter usage. In so doing it focuses on the place of synaesthesia vis-a-vis normal perceptual processes. Considerations from previous chapters are further developed in order to shed light both on the metaphysical individuation of perceptual modalities and on how we know the distinctive perceptual modalities. Given the actual content of our concepts of perceptual modalities, it is argued that the actual world is one in which even synaesthetes are unable to hear colours. Consideration is given as to whether there is a possible world in which people could hear colours. The justification of the usage of ‘coloured-hearing’ then leads to a discussion of the relative importance of the individuating conditions of modes of perception. The thesis focuses largely on coloured hearing. What merits the preceding considerations have might be supported if they can be generalised. Chapter 5 goes a small way in that direction.

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Kaye, Lawrence Jeffrey. "Three studies in naturalized philosophical psychology." Thesis, Massachusetts Institute of Technology, 1990. http://hdl.handle.net/1721.1/14137.

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Loebel, Micheal Peter. "The philosophical foundations of Abraham Maslow's psychology some implications for third force psychology." Thesis, University of Ottawa (Canada), 1986. http://hdl.handle.net/10393/4777.

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Worrell, Mark Stephen. "Are you not really a behaviourist in disguise?, philosophical psychology in Ludwig Wittgenstein's Philosophical investigations." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0018/NQ53906.pdf.

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Maibom, Heidi Lene. "Philosophical foundations of the Theory Theory of folk psychology." Thesis, University College London (University of London), 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343900.

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Williams, Scott Matthew. "Henry of Ghent on the Trinity : metaphysics and philosophical psychology." Thesis, University of Oxford, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669961.

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Sundqvist, Fredrik. "Perceptual dynamics : theoretical foundations and philosophical implications of Gestalt psychology /." Göteborg : Acta universitatis Gothoburgensis, 2003. http://catalogue.bnf.fr/ark:/12148/cb39126078k.

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Johnson, Christopher Michael. "Philosophical Ends to Scientific Means: Diagnosis and the Epistemology of Psychology." Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1540821236348954.

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McDonald, Matthew G. "Epiphanies : an existential philosophical and psychological inquiry /." Electronic version, 2005. http://adt.lib.uts.edu.au/public/adt-NTSM20060822.141207/index.html.

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Ryan, Richard F. "The father of all| Friction, splitting, and the philosophical assumptions of depth psychology." Thesis, Pacifica Graduate Institute, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3666848.

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The central topic of this research is an examination of the philosophical assumptions of depth psychology as they relate to splitting in depth psychology. The intention of the researcher was to examine this topic from multiple perspectives. The researcher utilized a qualitative methodology, dialogical hermeneutics, to compare the influences and assumptions of the differing schools of depth psychology.

Depth psychology is the study of mental functioning that includes and values unconscious mental processes. Over the past 100 years, numerous splits, dissensions, and modifications have occurred. Splits have occurred between individuals and between factions within institutes, resulting in an ever-increasing plurality of depth psychological training schools. Such infighting has resulted in an erosion of prestige, which has left the discipline in danger of dissolution.

The primary questions of this research were these: What are the fundamental philosophical assumptions underlying depth psychology in general and do these philosophical assumptions contribute to splitting within the field of depth psychology?

One of the most basic assumptions of depth psychology held that nature is dualistic and that human beings are divided within and amongst themselves, which led to a belief in the reality of opposites, an ever-present ontological struggle between polar forces. This assumption was consistently maintained in Jung's psychological system and present but inconsistently held by Freud. Jung believed that there was a fundamental unity in nature that was divided. Freud did not. Jung believed that the problem of the opposites could be transcended, leading to a higher level of integration and assimilation. Freud did not. Freud's influences flowed from objective, deterministic, and rational, materialistic assumptions, whereas Jung's epistemology was more influenced by the idealistic and romantic traditions, which emphasized a subjective, irrational, and teleological approach to knowledge. Freud understood splitting as simply conflictual, whereas Jung saw splitting as conflictual but also purposive, leading towards wholeness. Their positions reflected a philosophical split in the culture that has persisted since classical times, between objective and subjective approaches to understanding reality. Their respective personalities pulled them toward opposing sides of this classic ontological divide.

The researcher concluded that knowledge inevitably and necessarily develops through conflict, best approached with awareness and tempered with tolerance.

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Sticker, Martin. "Common human reason in Kant : a study in Kant's moral psychology and philosophical method." Thesis, University of St Andrews, 2015. http://hdl.handle.net/10023/7445.

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In my thesis I explain why the common, pre-theoretical understanding of morality is an important part of Kant's ethics, and I critically evaluate what the strengths and weaknesses are of doing ethics with the common perspective as a point of reference. In chapter 1, I discuss the significance of common rational capacities for the deduction in Groundwork III as well as for the Fact of Reason. Attention to the fundamental role of common rational capacities in the Second Critique reveals that Kant intends to provide further warrant for the Fact than its introspective self-evidence. In chapter 2, I discuss what it means for a rational agent to be endowed with common rational capacities. The agent has everything she needs to reason on her own about what she ought to do and act from rational judgements. Furthermore, I critically evaluate Kant's claim that his ethics spells out fundamental, pre-theoretical convictions. In chapter 3, I discuss Kant's conception of rationalizing (“Vernünfteln”). I analyse rationalizing as a process of self-deception in which an agent tries to justify or excuse violations of the moral law. This can lead to loss of the reliable use of common rational capacities. I discuss what help critical practical philosophy and moral education can afford against rationalizing. In chapter 4, I argue that Kant saw dialogical engagement with ordinary agents as an important way of obtaining data concerning the correct starting point of practical philosophy. Kant demands that whatever we get from dialog and observation has to be isolated from its contingent elements. I conclude that the main problem for Kant's method is how we can, on the one hand, exclude non-rational content, and, on the other hand, be open to what other agents actually have to say about morality.

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Koehler, Kourtney. "School Based Restorative Justice: Philosophical Alignment and Discipline Outcomes." University of Dayton / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1597091092116773.

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Bude, Job. "Are we our brains? A philosophical analysis." Thesis, Umeå universitet, Institutionen för psykologi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-177019.

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In this thesis, the research question is: are we numerically identical to our brains? My answer to this question will be that we are identical to a psychological conscious entity, instead of a physical brain. In order to answer the research question, several theories on personal identity are investigated. Firstly, personal identity is introduced and different theories on what humans are discussed. Secondly, several answers to the persistence question will be given. This question asks what it takes for someone to persist from one moment to another. Thirdly, arguments for identifying persons with their brains will be given as well as objections to these arguments. Here, the focus will be on Nagel and Parfit’s discussion whether we are our brains. Fourthly, arguments against identifying persons with their brains will be discussed as well as objections to those arguments. Arguments for why we are something else then a brain are presented in this section. Animalism and Parfit’s embodied person view will be debated and objections discussed. And finally, I will discuss all the relevant positions and elaborate on my own answer to the research question.

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Massicotte, William J. "A philosophical examination of recent clinical and theoretical psychoanalysis." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28489.

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The philosophy of psychoanalysis is distinguished from psychoanalysis. An account of psychoanalysis is developed in progressively more detail. Recently published material is assessed, e.g., Bion's. Some older literature objects to an inaccurate account of psychoanalysis. This problem is avoided by treating the content and method of psychoanalysis as inseparable.
Psychoanalytic propositions have unequal epistemic warrant. Support and objections are found in psychoanalysis and extra-clinically.
Philosophical assessments are tied to the inherent features of both classical and contemporary psychoanalytic practice. Clinical psychoanalysis has interrelated procedures which continue to evolve. Both older and modern psychoanalysis have extra-clinical features and use concepts which have emerged from the clinical situation.
Modern clinical practice is distinguished. The evolved knowledge of countertransference, transference, projective identification, and interpretation are among its features. The analyst's function in the dyad is stressed and illustrated with recent cases.
The expanded clinical application to patients previously judged unanalyzable has produced modifications in theory. Theory is kept to a minimum and consists of flexibly linked concepts. They are a consistent development of recent practice. Some older concepts are inconsistent.

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Tung, Anthony. "A Comparative Philosophical-Psychoanalytic Study of Buddhism in China and Japan." Scholarship @ Claremont, 2018. https://scholarship.claremont.edu/cmc_theses/2000.

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It becomes evident that psychoanalysis of a large group is meaningful and necessary when persistent conflicts cannot be resolved, and the Volkan Tree Model opens the door for meaningful dialogue if both parties are engaged. This report studies two major religions and their varieties as these are manifested in two Asian countries helps us to understand the specific cultures of China and Japan, and also shows the limits of their compatibilities with Western Philosophy. In this examination, the philosophical-psychological analysis of two major groups is central to the argument and its conclusions.

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Gleiberman, Jack Rhein. "Believing Fictions: A Philosophical Analysis of Fictional Engagement." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cmc_theses/2243.

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Works of fiction do things to us, and we do things because of works of fiction. When reading Hamlet, I mentally represent certain propositions about its characters and events, I want the story and its characters to go a certain way, and I emotionally respond to its goings-on. I might deem Hamlet a coward, I might wish that Hamlet stabbed Claudius when he had the chance, and I might feel sorrow at Ophelia’s senseless suicide. These fiction-directed mental states seem to resemble the propositional attitudes of belief, desire, and emotion, respectively — the everyday attitudes that represent and orient us toward the world. These mental states constitute our engagement with fiction, and the way in which they hang together is central to understanding our engagement with fiction. In that aim, this thesis hopes to provide an analysis of our belief-like attitudes about works of fiction. I argue that a folk psychological theory of fictional engagement should call upon belief, not imagination, to serve as the primary cognitive attitude with which we engage fictions.

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Barber, Alexandrea P. "The Influence of Emotions on Moral Decision-Making in Social, Philosophical, and Organizational Contexts." Thesis, Northern Kentucky University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10690697.

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Emotions and context can influence moral decisions. The present study examines the influence of emotions, disgust, and organizational context on moral judgments. The emotion of disgust was elicited on participants while one of three moral dilemmas that varied in context philosophical, social, and organizational were presented. The results indicated that the social situation elicited happiness and perceptions of moral wrongness. The philosophical situation elicited sadness in participants. The organizational situation elicited disgust in participants.

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Nowak, Lisa Rebecca. "Philosophical perspectives on the stigma of mental illness." Thesis, University of St Andrews, 2018. http://hdl.handle.net/10023/13193.

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This thesis is concerned with philosophical perspectives on the stigma of mental illness, with each chapter exploring different philosophical issues. Chapter one delineates the central concept around which the rest of the work revolves: the stigma of mental illness. It provides an outline of the stigma mechanism, how it applies to mental illness, why it is such a large public health concern and what has been done so far to combat it. Chapter two is concerned with the application of recent literature in the philosophy of implicit bias to the topic of mental illness. It suggests that we have hitherto been preoccupied with explicit formulations of the stigma mechanism, but argues that there are distinctive issues involved in combatting forms of discrimination in which the participants are not cognisant of their attitudes or actions, and that anti-stigma initiatives for mental illness should take note. Chapter three applies the philosophical literature concerning the ethics of our epistemic practices to the stigma of mental illness. It contains an analysis of how epistemic injustice- primarily in the forms of testimonial injustice and stereotype threat- affects those with mental illnesses. The fourth chapter brings in issues in the philosophy of science (particularly the philosophy of psychiatry) to explore the possibility of intervening on the stigma process to halt the stigma of mental illness. The first candidate (preventing labelling) is discounted, and the second (combatting stereotype) is tentatively endorsed. The fifth chapter is concerned with how language facilitates the stigma of mental illness. It suggests that using generics to talk about mental illness (whether the knowledge structure conveyed is inaccurate or accurate) is deeply problematic. In the former, it conveys insidious forms of social stereotyping. In the latter, it propagates misinformation by presenting the category as a quintessential one.

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Schopp, Robert Francis. "Actions, reasoning, and criminal liability: Philosophical and psychological foundations of criminal responsibility." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184787.

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Contemporary American Criminal Law, as represented by the American Law Institute's Model Penal Code, defines the structure of criminal offenses in a manner that establishes certain psychological processes of the defendant as necessary conditions for criminal liability. In order to convict a defendant, the state must prove all offense elements including the voluntary act and culpability requirements. These provisions involve the actor's psychological processes, but neither the exact nature of these requirements nor the relationship between them is clearly understood. Certain general defenses, such as automatism and insanity, also address the defendant's psychological processes. It has been notoriously difficult, however, to develop a satisfactory formulation of either of these defenses or of the relationship between them and the system of offense elements. This dissertation presents a conceptual framework that grounds the Model Penal Code's structure of offense elements in philosophical action theory. On this interpretation, the offense requirements that involve the defendant's psychological processes can be understood as part of an integrated attempt to establish the criminal law as a behavior guiding institution that is uniquely appropriate to those who have the capacity to direct their conduct through a process of practical reasoning. The key offense requirements are designed to limit criminal liability to those behaviors that are appropriately attributed to the offender as a practical reasoner. Certain general defenses, including insanity, exculpate defendants when their behavior is not attributable to them as practical reasoners as a result of certain types of impairment that are not addressed by the offense elements. This conceptual framework provides a consistent interpretation of the relevant offense elements and defenses as part of an integrated system that limits criminal liability to those acts that are appropriately attributable to the defendant in his capacity as a practical reasoner. In addition, this dissertation contends that this system reflects a defensible conception of personal responsibility.

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Runehov, Anne L. C. "Sacred or neural? : neuroscientific explanations of religious experience : a philosophical evaluation /." Uppsala : Uppsala universitet, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-4718.

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Cook, Brendan. "Pursuing eudaimonia : re-approaching the Greek philosophical foundations of the Christian apophatic tradition." Thesis, University of Liverpool, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.722138.

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Huang, Jessie. "Situational Context, Philosophical Belief, and Moral Constructs: The Multifaceted Nature of Moral Judgment." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/cmc_theses/809.

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Recent studies have shown that different free will beliefs affect moral behavior. The purpose of the current study was to investigate whether different free will beliefs also influence moral judgment. College students (N = 56) were randomly assigned to one of three framing manipulations: free will, determinism, or neutral. They then read three morally questionable scenarios that differed by situational context. Following each scenario, participants completed a moral judgment questionnaire that measured four moral constructs: moral evaluation, moral responsibility, justification, and punishment. Finally, participants completed a Free Will & Determinism Questionnaire (FWD-Q) that measured their lay beliefs in free will and determinism. For analysis, we grouped participants according to their reported FWD-Q scores into one of three groups: free will, determinism, or compatibilism. We found that different free will beliefs influenced moral judgment to a small degree, but not in the ways that we predicted. Our results show that situational context affects moral judgment much more than lay philosophical beliefs regarding free will. Future studies should examine whether this still holds true for older adults with more developed worldviews.

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Jacobson, Ronald B. "Understanding, desire and narrated subjectivity : a philosophical consideration of the phenomenon of school bullying /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7868.

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Loncaric, Mladen Anton. "Self-concept, occupational aspiration, and ego identity : a correlational study." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30853.

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Level of Occupational Aspiration is a complex though relatively unexplored phenomenon which is theorized to play a major role in career choice. This study explores the relationship between level of occupational aspiration (real/ideal) and self-concept (as measured by the Piers Harris self concept scale), and level of occupation and ego identity (as measured by the Revised Ego Identity Scale). Significant positive correlations were found between both real and ideal aspirations and self-concept for females. No relationship was demonstrated for males. Significant positive correlations were also established between real and ideal aspirations and ego identity for females. A significant positive relationship was established between real aspirations and ego identity for males. Implications for adolescent career counselling are discussed.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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Shameli, Abbas Ali. "A comparative study concerning the soul-body problem in the philosophical psychology of Mullā Ṣadrā (1571-1640) and ibn Sīnā (980- 1037)." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22627.

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This thesis will partly compare the approaches of two pioneers in Islamic philosophy to the soul-body problem: the philosophical psychology of Mulla Sadra (Sadr al-Muta'allihin Shirazi 975-1050/1571-1640) and that of Ibn Sina (370-428/980-1037). Our main concern will be with the former, the founder of "trancendent theosophy", particularly his ideas regarding the corporeal generation of the soul.
A brief historical background of the problem is presented in the first chapter. In order to evaluate the real philosophical value of Mulla Sadra's doctrine, the thesis will investigate the soundness of Mulla Sadra's novel psychological findings. "Substantial motion" (al-harakah al-jawhariyyah) and the "gradation of existence" (al-tashkik fi maratib al-wujud) are the two main philosophical principles formulated and implied by our philosopher regarding the elaboration of his theory on the soul's developmental process.
In our study, we discuss the nature of the soul-body relationship, the evidence which indicates their mutual interaction, and finally, the various forms of this relationship. In the final chapter, we focus on the developmental process of the soul's substantial motion up to the stage of union with the active intellect. Our analytical discussion is centered on whether or not the theory of the corporeality of the soul's generation yields a meaningful conception of the soul's evolution from materiality to immateriality.
Considering the serious challenges and unsolved difficulties that still remain, it is an open question whether Sadra's theory, particularly its emphasis on the corporeality of the soul's generation, can adequately account for the soul's developmental process up to the stage of unity with the world of intellects.

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Nilges, William H. "The critic as artist: Lady Nature and medieval philosophical psychology in the Cosmographia, the Romance of the Rose, and The Parliament of Fowls." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407410611.

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Silverstein, Joni L. "Escapism in the novels of Philip Roth." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 78 p, 2008. http://proquest.umi.com/pqdweb?did=1456299741&sid=6&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Bruzina, David Arata. "Sextus Empiricus and the Skeptic's Beliefs." Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/9604.

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In his Outlines of Skepticism, Sextus Empiricus claims that the Pyrrhonian Skeptic can live without holding beliefs. According to the 'Rustic' interpretation of this claim, Sextus holds that the Skeptic lives without beliefs of any kind. According to the 'Urbane' interpretation, Sextus' claim concerns only a restricted category of beliefs. I discuss each interpretation in the context of Sextus' broader philosophical stance, and argue for an Urbane interpretation. On this view, Pyrrhonism represents a practicable stance towards the world.
Master of Arts

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Chandler, Kymberli Robinson. "Teachers' Experiences With and Perceptions of Single-Gender Instruction of African American Students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4050.

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In a large, urban district in western Tennessee, African American students perform considerably lower in math, science, and reading than other districts. Several teachers in western Tennessee are using single-gender instruction as a practice, but little is known about its effectiveness in addressing the needs of African American students. Currently, there is a gap in scholarly and practical understanding of the effects of single-gender classrooms on the academic success of African American students in western Tennessee. This exploratory qualitative case study examined the experiences shared by teachers who use single-gender learning to educate African American students in secondary schools in western Tennessee. The social cognitive theory and brain-based learning were used as frameworks in examining the perceived effectiveness of single-gender classrooms, and the guiding research questions were designed to focus on teachers' experiences with single-gender classroom instruction for African American students. Ten teachers using single-gender classrooms to educate African American high school students in the subjects of English, math, or science were interviewed. Data were analyzed using the matrix approach, which led to the identification of 3 themes: learning styles, classroom management, and instructional strategies used in single-gender classrooms. These themes were identified as factors indicating benefits and pedagogical practices participants perceived as effective when used to educate African American students in single-gender classrooms. Insight from this study will enhance educators' ability to reach a population of underserved students, thus affecting social change by reducing racial education disparities among African American students.

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Rahman, Fazlur. "Avicenna's Psychology : an english transl. of "Kitāb al-najāt", book II, chapter VI with historico-philosophical notes and textual improvements on the Cairo ed. /." Westport (Conn.) : Hyperion press, 1990. http://catalogue.bnf.fr/ark:/12148/cb37400195t.

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Slater, Gary. "Trajectories of Peircean philosophical theology : scriptural reasoning, axiology of thinking, and nested continua." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:7d901745-ca3e-47d1-8143-c4b70a127c31.

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The writings of the American pragmatist thinker Charles S. Peirce (1839-1914) provide resources for what this thesis calls the “nested continua model” of theological interpretation. A diagrammatic demonstration of iconic relational logic akin to Peirce’s Existential Graphs, the nested continua model is imagined as a series of concentric circles graphed upon a two-dimensional plane. When faced with some problem of interpretation, one may draw discrete markings that signify that problem’s logical distinctions, then represent in the form of circles successive contexts by which these distinctions may be examined in relation to one another, arranged ordinally at relative degrees of specificity and vagueness, aesthetic intensity and concrete reasonableness. Drawing from Peter Ochs’s Scriptural Reasoning model of interfaith dialogue and Robert C. Neville’s axiology of thinking—each of which makes creative use of Peirce’s logic—this project aims to achieve an analytical unity between these two thinkers’ projects, which can then be addressed to further theological ends. The model hinges between diagrammatic and ameliorative functions, honing its logic to disclose contexts in which its theological or metaphysical claims might, if needed, be revised. Such metaphysical claims include love as that which unites feeling with intelligibility, hell as imprisonment within an opaque circle of interpretation whose distorted reflections render violence upon oneself and others, and the divine as both the center of aesthetic creativity and outermost horizon from which our many layers of interpretive criteria emerge. These are claims made from a particular identity in a particular cultural context, but the logical rules upon which they are based are accessible to all, and the hope of the model is to help people overcome problems of interpretation and orient themselves toward eternity without ignoring the world around them.

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Alwani, Ahmed J. "Epistemological and Ontological Elements of Transpersonal Human Development in the Qur'an." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/56961.

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This study opens with an introduction to the transpersonal orientation, which Boucouvalas presents as a meta-framework of the transpersonal field that includes individual, group/societal, and planetary/cosmic domains. Three major theoretical perspectives of the field framed the study: the hierarchical stages of development, spiral path, and participatory. I offer a philosophical hermeneutic reading of the Qur'an to trace the development of human collective consciousness as a construct of the interaction between the autonomous and homonomous self at the individual, group, and cosmic levels on one plane of reality with the Divine on the other. This analysis, which utilizes Gadamer's conceptualization of philosophical hermeneutics as a research philosophy, concludes that this process of collective human development is comprised of three clearly distinct representations: familial, national, and cosmic/planetary. I articulate development and growth as a process of the expansion of collective consciousness. The cosmic/planetary human consciousness represents the ultimate reach of this expansion, for it assimilates the national and familial types while simultaneously transforming and transcending them within its reach. Based on the historical development of human consciousness in the Qur'an depicted in this study, I propose that human collective consciousness has reached the domains of cosmic consciousness, which began at the time of the Qur'an being read by Muhammad. However, individuals and groups may still operate within the limiting boundaries of national consciousness in the form of religious, ethnic, racial, and nation states. The Qur'an, and possibly other religious texts, should be understood within this expanded cosmic/planetary consciousness reach because they represent humanity's collective heritage. Moreover, those individuals operating within a strictly national consciousness should not be entrusted with explaining these texts to humanity at large or imposing their own limiting understanding on the world. I conclude by outlining some implications for adult education as a process, a program and a movement. I presented the possible contribution of a transpersonal adult learning theory based on this study's meta-framework as a comprehensive worldview to adult education and learning combining multiple dimensions of being, including the rational, affective, spiritual, imaginative, somatic, and sociocultural domains through relevant experiences of body-mind-spirit.
Ph. D.

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Reese, Michele. "Following Phia /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9998505.

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Brown, Larry G. "The mind of white nationalism : the worldview of Christian identity /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115530.

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Wilson, Kris Anthony. "Philosophical accounts of mind in clinical psychology : reconciling the subjective mind and the objective brain : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts in Psychology in the University of Canterbury /." Thesis, University of Canterbury. Psychology, 2008. http://hdl.handle.net/10092/1596.

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The problem of reconciling the subjectively known mind with the objectively known brain has puzzled philosophers and scientists for centuries. When attempting to solve this problem in recent times, the focus has been on explaining how the mind is born from the brain, how the two are related, and how we can best understand them. This problem is of particular relevance to clinical psychology because it attempts to both understand and explain pathological presentations by appealing to both subjective personal experience and objective knowledge of the physicality of the brain. In this respect, clinical psychology straddles the gap between mind and brain. This thesis investigates the implications of the mind/brain problem for theory and practice in clinical psychology. Chapter one identifies the tension between knowing the world subjectively and knowing the world objectively and discusses the importance of understanding this tension when investigating the mind/brain problem. Chapter two sets out the foundational concepts of cognitive behavioural approaches in clinical psychology, looking in particular at how cognitive behavioural approaches conceptualise mental events like thoughts and beliefs. It is concluded that while cognitive behavioural approaches to clinical psychology regularly incorporate both mentalistic and physical concepts in its theory and practice, it does not address the inherent problems in their combined use, as revealed by the mind brain/problem. In order to improve the use of mentalistic concepts within the theory and practice of cognitive behaviourally based clinical psychology, chapter three explores the major conceptualisations of mind from the discipline of philosophy of mind. To achieve this improvement, chapter four, suggests that refining of mentalistic concepts in clinical psychology, through the application of philosophical concepts of mind, can be made possible through the use of a framework that captures the different explanatory levels at which the mind/brain operates. The levels-of-explanation framework is put forward for this purpose. Of particular relevance to clinical psychology is the ability to retain the importance of autonomous, subjectively experienced, and causally efficacious mental events, while at the same time, being able to give a realistic account of how these mental events are linked to the physical brain. The levels-of-explanation framework is judged to be a suitable approach with which to achieve this. In chapters five and six, the implications of clinical psychology's use of mentalistic concepts are explored in relation to evidence-based practice and case formulation. It is shown that through a greater understanding of both the nature of mind and the relationship between the mind and the brain, improvements can be made to both the theory and practice of cognitive behaviourally base clinical practice. This is achieved through the application of philosophical concepts of mind, via a levels-of-explanation framework, while both researching and undertaking clinical practice in clinical psychology.

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Ball, Karen. "Trois pieces en forme de poire the narrated self : creating identity as autobiographical narrative through appropriation and reference to the other /." Connect to full text, 2007. http://hdl.handle.net/2123/2249.

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Thesis (M.V.A.)--University of Sydney, 2008.
"Printmedia"--T.p. Submitted in fulfilment of the requirements for the degree of Master of Visual Arts to the Sydney College of the Arts. Degree awarded 2008; thesis submitted 2007. Includes bibliographical references. Also available in print form.

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Sinnerbrink, R. "Metaphysics of modernity the problem of identity and difference in Hegel and Heidegger /." Connect to full text, 2001. http://hdl.handle.net/2123/5710.

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Thesis (Ph. D.)--University of Sydney, 2002.
Title from title screen (viewed November 19, 2009) Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the School of Philosophy, Faculty of Arts. Degree awarded 2002; thesis submitted 2001. Includes bibliographical references. Also available in print form.

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Wilson, Julie. "An investigation into the philosophical and psychological basis of the work of Hermann Nitsch and Genesis P-Orridge." Thesis, University of Huddersfield, 1997. http://eprints.hud.ac.uk/id/eprint/4618/.

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McHugh, John William. "The meaning of guilt : toward the possibility of a psycho-philosophical theory of complementarity with implications for the fields of counselling and developmental theory and praxis with reference to the educational setting." Thesis, University of Hull, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.301489.

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Coles, Karin Ann Marie. "Academic Self-Efficacy Beliefs of Young Adults with Learning Disabilities." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1153.

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Positive academic self-efficacy beliefs are associated with increased motivation, higher levels of persistence, and overall academic success. There is a gap in the literature regarding how young adult learners with identified learning disabilities who are also enrolled in postsecondary education characterize their development of academic self-efficacy beliefs and corresponding adaptive coping skills. The purpose of this phenomenological study was to develop a meaningful understanding of the lived experiences of young adult students with learning disabilities in the development of their self-efficacy beliefs and adaptive coping skills. Social learning theory, particularly the self-efficacy belief components, was the guiding conceptual framework for the study. Ten postsecondary students with identified learning disabilities were recruited through a purposeful sampling strategy and engaged in individual, semi-structured interviews. Moustakas' steps to phenomenological analysis were employed to analyze the data. Analysis resulted in the emergence of 6 major themes in self-efficacy belief development: (a) the role of experience, (b) support systems, (c) role models, (d) adaptive coping mechanisms, (e) accommodations, and (f) effective educators. Insights from the analysis of the data may contribute to the further development of effective and supportive interventions, strategies, and accommodations for postsecondary students with learning disabilities.

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Silva, Lucas Carneiro de Lima e. "O problema da unidade da psicologia: uma análise crítica da produção nacional." Universidade Federal de Juiz de Fora, 2016. https://repositorio.ufjf.br/jspui/handle/ufjf/1612.

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Esta dissertação aborda o problema endêmico de unidade que a psicologia atravessa desde seu nascimento como ciência moderna até os dias atuais. Esse problema pode ser caracterizado pela falta de consenso em relação aos pressupostos ontológicos, epistemológicos e metodológicos adotados pelas diferentes abordagens psicológicas e a crescente fragmentação do campo em diversas teorias e práticas totalmente distintas. Dentro dessa temática mais ampla, tem-se como objeto específico a descrição e análise crítica de como essa problemática vem sendo tratada por teóricos na psicologia brasileira. Pretender-se-á aqui mapear o debate e descrever os aspectos básicos que caracterizarão a discussão sobre o problema da unidade da psicologia na literatura nacional para que, posteriormente, possa-se avaliá-los e discuti-los. Por fim, concluiu-se que a produção nacional apresenta três características principais: presença hegemônica do que chamamos de Teóricos da Dispersão (conjunto de teóricos que avaliam a dispersão do campo psicológico como irremediável e sua unificação impossível e adotam uma estratégia cética ou valoração positiva); a falta de sistematicidade na discussão do tema e o pouco desenvolvimento institucional. Com relação às teses e aos argumentos utilizados por estes teóricos para sustentar seus posicionamentos, concluímos que estes são, na sua maioria, filosoficamente inconsistentes e não oferecem obstáculos significativos ao trabalho teórico necessário para uma possível unificação da psicologia.
This dissertation addresses the endemic problem of unity that Psychology goes through from birth as modern science to the present day. This problem can be characterized by a lack of consensus regarding the ontological, epistemological and methodological assumptions adopted by different psychological approaches, and the growing fragmentation of the field in various completely different theories and practices. Within this broader theme, it has the specific purpose of being a description and critical analysis of how this problem is being addressed by brazilian theorists in Psychology. Here we are going to map the debate and describe the basic aspects that characterize the discussion of the unit problem in the national literature in order to subsequently evaluate it and discuss it. Lastly, it was concluded that the brazilian production is characterized by three main features: hegemonic presence of what we call theoreticians of dispersion (set of theoreticians that evaluate the dispersion of the Psychological field as irremediable and its unification impossible, adopting a skeptical strategy or positive valuation), the lack of systematic in the argumentation of the theme and poor institutional development. Regarding the theses and the arguments of these theoreticians to support their thesis and positions, we concluded that these are mostly philosophically inconsistent and under no circumstances they hinder a possible unification of Psychology, or even less, definitely settle the subject.

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Jephtha, Angelo Charl. "Exploring the constructions of a masculine identity amongst adolescent boys in the Western Cape." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86638.

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Thesis (MA)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Violence in South Africa is a serious problem and young men have been and still are the driving force behind the high levels of violence in South Africa. Although young men commit the most violence researchers have largely neglected the critical examination of young men and their association with violence. This study set out to examine this phenomenon by conducting focus group and group interviews with 23 adolescent boys between the ages of 14-16. The boys were selected from two schools in the Cape region. Two focus groups and one group interview was conducted in order to gain insight from the participants on what they thought were the motivations for young mens‟ tendencies to enact violence. As a result, various themes emerged from the participants responses. The participants provided rich descriptions about what they thought motivated men to enact violence. Overwhelmingly all the themes highlighted that men and boys who endorse traditional dominant ideals of masculinity that encourage toughness, dominance and willingness to resort to violence were more likely to enact violence. However, what was apparent was that for most boys violence played an integral part in the construction of their masculinity. It was defining characteristic of what it meant to be a man.
AFRIKAANSE OPSOMMING: Geweld in Suid-Afrika is 'n ernstige probleem en jong mans was en is nog steeds die dryfkrag agter die hoë vlakke van geweld in Suid-Afrika. Ten spyte van jong mans se beeld as oortreders van geweld is jong mans se geweld deur navorsers geïgnoreer. Hierdie studie het 'n ondersoek gedoen om uit te vind wat die motivering is wat sommige jong mans na geweld toe dryf. As gevolg, het hierdie studie 23 adolessente jong mans tussen die ouderdom van 14 tot 16 'n onderhoud met hulle waargeneem. Die seuns is gekies uit twee skole in die Kaapse streek. Twee fokusgroepe en een groep onderhoud is uitgevoer met die adolessente seuns om 'n begrip te kry van hierdie fenoneem. Verskeie temas is uit die deelnemers antwoorde geneem. In al die temas kon ek aflei dat mans en seuns wat die tradisionele dominerende ideale van manlikheid omhels is meer geneig om geweld uitgevoer. Wat egter duidelik is vir die meeste seuns is dat geweld 'n integrale deel is in die konstruksie van hul manlikheid. Dit is 'n kenmerk van wat dit beteken om 'n man te wees.

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Oberle, Alicia. "Instructional Practices in Holistic Education for Patients with Cancer." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5238.

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During the past few decades, holistic education has increasingly emerged in academia. However, limited research has been conducted on how holistic education impacts instructional practices in real life situations like the well-being of cancer patients. The purpose of this qualitative study was to explore how a holistic education program impacts instructional practices designed to improve the well-being of cancer patients. The conceptual framework was based on transformative learning theory and learner-centered teaching. This single case study was conducted at a non-profit cancer center in the Western United States which emphasizes multiple dimensions of well-being for cancer patients, including holistic education. Participants included four instructors at the center. Data were collected from individual interviews with these instructors, reflective journals that they maintained, and documents and archival records related to the center and its education programs. Data analysis involved line-by-line coding and categorization to identify patterns and themes. Results revealed that holistic education improves the knowledge, comfort, self-efficacy, and empowerment of cancer patients. Results indicated that it would be useful to conduct more studies to explore the impact of holistic instructional practices on patients with cancer. This study contributes to social change by providing instructors and health professionals with a deeper understanding of holistic instruction and how it can be used to improve whole-person healing.

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Cardom, Robert D. "The Mediating Role of Cognitive Flexibility on the Relationship between Cross-Race Interactions and Psychological Well-Being." UKnowledge, 2016. http://uknowledge.uky.edu/edp_etds/50.

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Counseling psychologists are tasked with understanding optimal psychological and cognitive functioning. Recent theoretical predictions (Crisp & Turner, 2011) and growing evidence suggest that cross-race interactions are important ways individuals might improve their cognitive and psychosocial functioning. However, the theoretical predictions from Crisp and Turner have not yet been tested in one model. Further, much of the empirical support for the theoretical predictions has been from studies using 1) undergraduate samples and 2) weak theory-measurement fit. The present study used an online, community survey (N = 270) to test Crisp and Turner’s (2011) predictions that cognitive flexibility would mediate the relationship between cross-race interactions and psychological well-being in both a White sample (N = 198) and a sample of Color (N = 70). Results supported the hypothesized mediational model, indicating that more frequent cross-race interactions were associated with greater psychological well-being, through greater cognitive flexibility. The findings are discussed in the context of Crisp and Turner’s model (2011). Implications for sociological, educational, and psychological professionals are also discussed. Recommendations for future studies include experimental, longitudinal, and intervention studies with strong theory-measurement fit.

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Åkerlund, Erik. "Forms and Universals in the Philosophy of Francisco Suárez." Thesis, Uppsala University, Logic and Metaphysics, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-98821.

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Davis, Therese Verdun. "Becoming unrecognisable : a study of the face, death and recognition in late twentieth century media culture /." View thesis View thesis, 2000. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030429.171809/index.html.

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Thesis (Ph.D.) -- University of Western Sydney, Hawkesbury, 2000.
"A thesis presented to the University of Western Sydney, Hawkesbury, in partial fulfilment of the requirements for the degree of Doctor of Philosophy". Bibliography : leaves 188-199.

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Bell, Yvonne Twana. "Relationship Between Community Violence Exposure, Gender, and Social Information Processing." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1562.

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Violent behaviors among adolescents serve as a disruption to many aspects of society. If these behaviors remain uncorrected, there is increased potential for serious self-harm, harm to others, incarceration, and escalation of violence into homicide or suicide. The purpose of this study was to examine the relationship between youth exposure to community violence and adolescents' social information processing underlying aggressive responses, as well as the potential role of gender in moderating this relationship. A sample of 160 male and female 18-year-olds from the Midwestern United States completed an online survey, which included the Things I Have Seen and Heard (TISH) Scale to assess exposure to community violence and a measure of aggressive responding to ambiguous social situations, based on 4 vignettes devised by Crick and Dodge. The data were analyzed using moderated multiple regression analysis and correlational analysis. Results indicated that a relationship between community violence exposure and adolescents' social information processing of aggressive responses is moderated by gender; there was a significant correlation between TISH scores and the total score from the vignettes among females but not among males. The study results suggest that school-based interventions and violence prevention programs should target the ways in which adolescent girls and young women make decisions when placed in ambiguous or potentially threatening situations, with reference to the level of community violence to which they have been exposed. Hence, this study has implications for positive social change to break the cycle of community violence, based upon enhancing the understanding of mechanisms that relate previous exposure to violence and aggressive responding among youth.

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Moore, Karen Lynn. "Indentifying Effective Communication Practices for Eliciting Parental Involvement at Two K-8 Schools." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/592.

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Conventional wisdom suggests effective and timely school communications increase parental involvement. Guided by this wisdom and contemporary parental involvement theory, effective educational institutions have established systems that foster communication and collaboration between school representatives and the local community. Despite such efforts, research has revealed persistent declines in parental involvement within schools. This phenomenological study documented 16 parents' perceptions of communication between teachers and parents at 2 K-8 schools in the American southwest. Semi-structured interviews were used to explore parents' perceptions of the effectiveness of various school-based communication systems and the specific impact these systems had on parental involvement. NVivo software was used to facilitate identification of common themes. Emergent themes addressed (a) communications that elicit parent involvement, (b) effective communications, (c) regular and timely communications, (d) preferred communication mode, and (e) parent communication center. Findings revealed that both schools lacked effective communication tools, inhibiting the ability to reach students' families and negatively impacting participation. Proposed for future consideration was development of a strong foundation for parents' participation in their child's education and enhancement of unrestricted, bidirectional communications. The anticipated social impact of this study is that effective practices could be brought to the forefront, leading to ideas to increase timely communication between home and school and parental involvement.

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Bullock, Naomi J. "Factors Affecting Student Motivation and Achievement in Science in Selected Middle School Eighth Grade Classes." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2017. http://digitalcommons.auctr.edu/cauetds/63.

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This study examines factors that affect student motivation and achievement in the middle school eighth grade science classroom, including, teacher-student relationships, student-peer relationships, teacher expectations in science, student preference of instructional delivery (labs vs. lecture), teacher demographics (experience at local school, professional experience, qualifications, age range), and student perceptions of teacher expectations in science. One hundred fifty survey participants were used in this quantitative study which included an analysis of the independent variables affecting student motivation and academic achievement. The findings of this study determined that there is a statistically significant relationship between student motivation and student perceptions of teacher expectations, actual teacher expectations, teacher’s age, teacher’s highest level of education, and whether or not a student received free or reduced lunch.

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Dissertations / Theses on the topic 'Philosophical psychology'

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